How Is Artificial Intelligence Impacting Education?

Technology has radically changed education in the 21st century. Now, artificial intelligence (AI) is transforming how students learn at a seemingly exponential pace. Some schools simply ban AI outright. Others, however, are embracing the digital change and what it means for innovating education.

At the forefront of this change are B.C.’s independent schools. Many of these institutions across the province are at the cutting edge of harnessing digital innovation. Here’s how they’re using the new technology.

Stratford Hall

Stratford Hall, an IB World School for K–12 students, is a welcoming, inclusive community where classrooms are buzzing with the hum of digital tools and students tackle challenges, test solutions and discover new possibilities.

“From digital tools that enhance research and presentation skills to creative applications in design and the arts, we see technology as a powerful tool for learning and expression,” says Smita Karam, Junior School principal at Stratford Hall. “We want our students to leave Stratford Hall as thinkers, doers, leaders and lifelong learners.”

Learning at Stratford Hall goes beyond content to include actively shaping the world in innovative ways. The Stratford Hall Idea Lab, for example, is a flexible, collaborative space designed to spark design thinking, innovation and entrepreneurship. “Here, students can experiment with emerging technologies, tackle real-world challenges and develop creative solutions that connect learning across disciplines,” Karam says.

That focus on creativity and innovation extends into the Senior School, where principal Andy Wong aims to prepare students to navigate an ever-changing digital landscape with confidence, creativity and ethics. “This includes not only developing technical proficiency but also emphasizing digital citizenship, media literacy and responsible innovation,” he says. “By blending digital tools with critical inquiry, we ensure our students are equipped to thrive in a world where technology is constantly evolving.”

AI is embedded throughout the school experience to support both students’ learning and educators’ work—but Wong emphasizes that the school is being thoughtful of how it is integrated. “Our goal is to help students understand how AI can support creativity, research and problem-solving, while also fostering discernment and ethical awareness,” Wong explains. “Rather than replacing human insight, AI becomes part of the toolkit our students can use to innovate responsibly.”

Wong and Karam agree that the future of education lies in adaptability, inclusivity and relevance. They emphasize that education today goes beyond strong academics; it’s also about equipping students to navigate uncertainty, embrace diversity and collaborate across cultures and disciplines—all within a compassionate community that nurtures curiosity, empathy and lifelong learning.

“Independent schools, in particular, have the opportunity to be agile, integrating new technologies, strengthening community connections and ensuring that learning remains both rigorous and deeply human,” says Karam.

Glenlyon Norfolk School

Change in education might be slow, but schools are adjusting the ways they accommodate students with different abilities, interests and pathways. “There’s definitely an increasing shift towards personalization for students and a slow but deliberate move away from this one-size-fits-all model,” says Jon Hamlin, director of technology, innovation and entrepreneurship at Glenlyon Norfolk School (GNS) in Victoria.

As students search for more personalized learning opportunities, new emerging technologies like AI tools can assist them. “The introduction of large language model AI tools was a pivotal moment in education because all of a sudden, these tools were incredibly accessible to everyone,” Hamlin notes. Now, schools are continuing to determine which tools are high-quality, safe and able to enhance learning.

“It’s all about augmentation and enhancement, not substitution,” says Hamlin. “We’re not looking for tools to replace people, certainly, because that’s such a big part of our organization—the people and the connection that students have.”

In reading-heavy classes like social studies, teachers might use AI tools to help students who might otherwise struggle better understand the content. “We started using some AI tools to synthesize and scaffold traditional textbook content, increasing accessibility for diverse learners,” he says. “Kids can go for a jog and listen to their social studies chapter now in that podcast format.” AI can also be used to assist in language learning, creating different scenarios at different levels in a hyper-personalized way.

There’s always some skepticism or fear with emerging technologies, but Hamlin says there are a lot of ways AI can enhance educators’ work. “For those innovative, outside-of-the-box-thinking educators, I think AI is a real asset to the work that they can do, because it really creates so many more opportunities,” he says. While GNS is open to these new tools, Hamlin emphasizes that the school is mindful and cautious about the impact on students, as well as ensuring data protection. To ensure AI is used in a supported and controlled manner, GNS has created a set of AI use policies along with an “AI Traffic Light” system, which is displayed in every classroom. “This way, teachers can quickly see and communicate when and where AI use is appropriate,” explains Hamlin.

Crucially, it’s precisely because GNS is independent that it can try these new teaching tools. “You’re so much nimbler,” Hamlin says in reference to that independent school advantage. “When you’re dealing with 20,000 students compared to 800 students, it’s a lot more challenging to implement, innovate and adapt on the fly.”

The goal, says Hamlin, is for students to feel like they’re in the driver’s seat. “Education isn’t something that’s being done to them,” he explains. “Education is something that they’re in control of.”

Southpointe Academy

At Southpointe Academy in Delta, students use several different technologies to enhance their learning, including data analysis programs, multimedia tools, design software, coding and more. “We adopt a ‘technology-enriched’ pedagogy, where digital tools are used to deepen inquiry, foster creativity and personalize learning,” says Gordon MacIntyre, Southpointe’s head of school.

Southpointe includes a range of innovative digital technologies across its campus. “From virtual reality exploration in the Junior School to 3D modelling in science classes to AI-supported language learning, Southpointe is at the forefront of applying emerging technologies in pedagogically sound ways,” MacIntyre says.

MacIntyre emphasizes that Southpointe is also taking a proactive approach to integrating AI literacy into education, and recognizes how it’s changing education overall. “We regularly review and upgrade our digital infrastructure and curriculum to ensure alignment with both post-secondary expectations and critical skills for future success,” he says. “From understanding machine learning in science classes to using generative AI tools in creative writing and design, students are gaining hands-on experience with these transformative technologies, while enjoying a holistic, balanced education.”

Southpointe works to continuously train its teachers on leveraging new educational technologies for collaboration, assessment and digital storytelling. “Digital learning is reshaping how students think, create and connect,” says MacIntyre. “At Southpointe, it empowers students to take ownership of their learning, explore interdisciplinary concepts and collaborate across cultures and time zones.” Digital learning at Southpointe could include AI-assisted research, digital portfolios and virtual labs—all helping students develop the agility, ethics and technological fluency to be future-ready.

Southpointe is also taking steps to ensure its students are learning how to be responsible digital citizens, critically assessing information and communicating ethically in online environments. “We also emphasize the ethics of AI, teaching students to question bias, understand data privacy and consider the societal impacts of automation,” MacIntyre says. “Our graduates will not only thrive in a world shaped by AI, they will shape that world thoughtfully.”

MacIntyre notes that education is no longer just about knowledge transfer. “It’s about humans flourishing in a complex, digital world, and being able to adapt and critically think to make decisions,” he says.“It’s about thriving as a human being and making a positive difference in the world.”

Aspengrove School

Aspengrove School, too, is working to teach students how to navigate an increasingly complex world. The school, located north of Nanaimo, introduces technology early into everyday learning.

For example, educators at Aspengrove introduce robotics in grade 3 through the VEX GO and VEX IQ platforms, and students can progress through to grade 12. “Robotics, coding and computer-assisted design (CAD) are built into our design curriculum, giving students hands-on experience with the same tools used in engineering, architecture and product development,” says Dustin Orser, STEM educator. “We see digital learning not as an add-on, but as a core part of how students think, create and solve problems.”

The Aspengrove Robotics Club, for example, challenges students in grades 9 to 12 to team up and design, build and program robots to take on engineering challenges. “Through robotics, coding and CAD, they develop critical thinking, problem-solving and teamwork skills, learning to test ideas and adapt when things don’t go as planned,” says David Riendl, science educator. With careers evolving, Riendl explains, it’s important to teach these technologically transferable skills to set students up for success.

Riendl adds that Aspengrove students are encouraged to be active creators with technology, and to use it to enhance rather than replace learning. “With AI now part of the learning process, students are guided to use it responsibly, understanding its strengths, its limits and how to apply it ethically in their work,” he says. “At the same time, Aspengrove believes in balance. Foundational skills remain central.”

Orser explains that Aspengrove students learn how to use AI as a tool for research and problem-solving, while also being guided in how to evaluate information critically and responsibly. “This balance of innovation and ethics ensures they are prepared not just to use technology, but to lead with it,” he says.

Gary Kern, head of school at Aspengrove, notes that this approach to emerging technologies is one of the many reasons why the future of independent schools is strong. “We have the mandate to teach the whole child and to create a fair, just and empathetic community,” he says. “As the world changes and technology advances, embracing technology while returning to the foundation of learning and community will be the future of Aspengrove.”

Urban Academy

At Urban Academy in New Westminster, integration and conversation are important parts of bringing technology into education.

Urban Academy integrates technology from kindergarten onward. For example, in kindergarten through grade 3, teachers use a platform called Seesaw to keep parents connected to classroom activities and their child’s progress. As students move through the Junior School, they can post to Seesaw themselves, highlight their own learning and take advantage of additional tools and platforms. By grade 4, students are using Chromebooks and working in Google Classroom to keep track of lessons and assignments. “This early exposure builds confidence and independence while keeping the focus squarely on learning,” says Mike Slinger, Urban Academy’s head of school.

For older grades, the school’s applied design, skills and technologies program (ADST), media arts opportunities and the integration of tech into many other subjects (from music to science), teach students about coding, research skills, leveraging apps and digital design. “They’re encouraged to experiment, build and problem-solve, seeing firsthand how technology can be used creatively to bring ideas to life,” he says.

But, increasingly, there are many conversations about AI and digital responsibility. “Our goal is to graduate students who aren’t just comfortable using technology,” Slinger says. “They’re innovators, ethical creators and critical thinkers, ready to navigate and shape a rapidly evolving world.”

Slinger notes that Urban Academy’s approach to AI combines technical fluency and human readiness. The school teaches students to understand AI, question how it’s used and explore how to responsibly use it to solve real-world problems. However, like anything “brand new,” it is also approached with a commitment to ensuring students are operating responsibly in this space.

“We see the rise of AI and emerging technologies not as a challenge to react to but as an opportunity to prepare students to lead in a rapidly evolving world,” says Slinger. “Equally important, we focus on the skills AI can’t replicate: critical thinking, creativity, collaboration, empathy and ethical decision-making.”

For Urban Academy, Slinger notes, adaptation isn’t enough. “We’re committed to equipping students to be future-ready,” he says. “The rapid pace of change in our world demands a model that combines technical knowledge with a resilient and adaptable character, and that’s exactly what we’re building.”

Southridge School

“Southridge School in Surrey uses technology to enhance learning in ways that are purposeful and age-appropriate,” says Renee Lepp, the school’s director of enrolment. Students are introduced to digital tools in Junior School, with all students from grades 5 to 12 equipped with school-provided devices. “We also maintain a cellphone-free school environment to support focus, connection and well-being,” Lepp adds. “Technology is used to enhance learning, not replace human interaction, keeping relationships and community at the heart of the Southridge experience.”

That human interaction is a foundation of Southridge’s philosophy. “Since 2008, Southridge has been a Canadian leader in Harkness learning, and we remain the only school in the country to fully implement this method across a Senior School curriculum,” says Laura Holland, Senior School principal. Every day, students and teachers gather at a large round table for student-led, discussion-based learning, with intentionally small class sizes that promote meaningful engagement.

“Education is moving from content delivery to skill development—critical thinking, problem-solving and adaptability,” says Holland, adding that, with Harkness learning, students are practicing thoughtful dialogue, collaboration and empathy, building skills that technology can’t replace.

In that sense, AI is both a tool and a topic to learn about at Southridge. “Students are taught to use emerging technologies thoughtfully and ethically, while also engaging in conversations about digital citizenship, critical thinking and taking personal responsibility,” says Lepp. “Our approach balances knowledge with character, preparing graduates who can navigate the future with kindness, intelligence and integrity.”

Mulgrave School

“Technologies such as AI have become a necessary skill for both students and teachers,” says Fareed Teja, director of information and learning technology at Mulgrave School in West Vancouver. “While some may find it daunting or even a little unsettling, there are many opportunities to use AI to our advantage in support of learning and preparation for the world after Mulgrave.”

Teachers here are using AI to streamline their day-to-day workflows, such as lesson enhancements or developing resources for different learners. “Ultimately, AI is used to promote creative exploration and thoughtful application across all grade levels,” says Teja. AI in elementary school is teacher-driven, with educators creating interactive experiences, such as chatbots for younger students or a writing feedback tool for older students. AI use for middle and upper-year students emphasizes digital citizenship and ethics. Students might use AI for assignments, like a research project with a chatbot based on historical figures, or for independent tasks like brainstorming for essays or developing study materials.

Teja emphasizes that transparency and clear guidelines are essential with AI use at Mulgrave. “The goal is to ensure AI is used appropriately, mirroring expectations at the university or professional level,” he says. While AI can help students feel more confident in their knowledge, Teja notes that the goal is to use that confidence to participate in human-centred learning experiences.

“Young people today are faced with some of the most complex challenges in human history: the rise of artificial intelligence; a global climate crisis; and economic, social and political volatility on every continent. With the pace of change only accelerating, the world of work will look vastly different in the years ahead,” says Kailan Leung, Mulgrave’s Senior School vice principal. In this context, Mulgrave is one of four schools collaborating with the International Baccalaureate to develop an innovative, two-year course called Systems Transformation, where students engage in real-world problem-solving, which could include topics on AI. “We believe that educational innovation is the most powerful way in which we can equip students to become catalysts for change and leaders in crafting the world of tomorrow,” Leung says.

Learn more:

• Stratford Hall: stratfordhall.ca
• Glenlyon Norfolk School: mygns.ca
• Southpointe Academy: southpointe.ca
• Aspengrove School: aspengroveschool.ca
• Urban Academy: urbanacademy.ca
• Southridge School: southridge.ca
• Mulgrave School: mulgrave.com